Research Based Instructional Strategies
(RBIS)
What are the RBIS?
The RBIS are a set of research-based practices that highlight misconceptions that are most common in the field. They cover topics that sometimes require conceptual or philosophical changes to how we approach instruction and form a set of practices that are supported by research and should be present in classrooms, regardless of instructional materials. These strategies are based in the science of how students best learn math and reading in K-12 classrooms. The RBIS also demonstrate why High Quality Instructional Materials are important and what is required to implement those materials well.
Why is it important to look towards the research?
Research tells us there are clear best practices in instruction by content and associated topics such as assessment and supporting special populations. Because these practices directly connect to improving students’ academic achievement and experience, they should inform school, district, and state-wide visions for instruction and increase use of high-quality instructional materials (HQIM). The RBIS also demonstrate why HQIM is important and what is required to implement HQIM well.
What is a High-Quality Instructional Material?
HQIM begins with a scope and sequence with assessments that covers all TEKS but also includes all teacher and student facing resources aligned to that scope and sequence. Minimally, a full HQIM includes:
Course level materials like a scope and sequence, pacing guides and family supports
Teaching facing unit materials that includes unit plans, summative assessments
Teacher facing lesson materials including daily lesson plans that cover a full school year and all lesson materials
As well as student facing materials such as student workbooks aligned to the teacher lesson plans, readers, and all other materials.
**One helpful note on terminology is that in Texas we actually use the term curriculum to refer specifically to the scope and sequence document organized by unit. However, when we say “HQIM” we are referring to that scope and sequence document in addition to the teacher and student facing resources that are aligned to the adopted curriculum.
Focusing on Reflection and Improvement with Support from Research
Questions to ask yourself around your LEA's mathematics teaching strategies:
Within math classrooms, do students have the opportunity to engage with productive struggle daily? If not, what development and/or supports would your staff need?
What are some common barriers to strong math instruction in your district?
What are some steps your district is taking to improve?
Questions to ask yourself around your LEA's Reading Language Arts teaching strategies:
What factors are limiting your success with literacy?
What steps can you take toward ensuring that all students have access to foundational reading skills (grades k-2) and practice in grade-level, complex text (grades 3+)?
What steps can you take toward ensuring that all students have access to knowledge coherence/knowledge building approach and opportunities to speak and write text-based responses?
Resources to Learn more!
RBIS at a Glance
RBIS at-a-glance v.1.pdfRLA RBIS Recorded Session
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